Developing student 21st Century skills in selected exemplary inclusive STEM high schools

Abstract

AbstractBackgroundThere is a need to arm students with noncognitive, or 21stCentury, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21stCentury skills.ResultsWe found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21stCentury skills. Most of these lesson plans designed instruction for 21stCentury skills at an introductory level. Few lesson plans encouraged multiple 21stCentury skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21stCentury skills by grade level, there was an overall trend of higher levels of 21stCentury skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21stCentury skills.ConclusionsThese findings suggest that inclusive STEM high schools provide environments that support the development of 21stCentury skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21stCentury skills.